Journal of Applied Philosophy 26 (1):88-101 (2009)

Authors
Christopher Winch
King's College London
Abstract
abstract Ryle's claim that knowing how is distinct from knowing that is defended from critics like Stanley and Williamson and Snowdon. However, the way in which Ryle himself deploys this distinction is problematic. By effectively dismissing the idea that systematic propositional knowledge has a significant bearing on knowledge how, Ryle implicitly supports a view of vocational education that favours narrow notions of skill and associated training over knowledge informed occupational practice of the kind found in most Northern European countries. The source of Ryle's error in excluding systematic propositional knowledge from a significant place in the constitution of knowing how is traced. It is argued that Ryle's original distinction survives without the exclusion of systematic propositional knowledge from knowing how and the resulting account does more justice to the practice of vocational education in advanced economies than does Ryle's original treatment.
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DOI 10.1111/j.1468-5930.2009.00425.x
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Learning How.Ben Kotzee - 2016 - Journal of Philosophy of Education 50 (2):218-232.
Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
Knowing How and Pragmatic Intrusion.Alessandro Capone - 2011 - Intercultural Pragmatics 8 (4):543-570.
Introduction.Mark Addis & Christopher Winch - 2017 - Journal of Philosophy of Education 51 (3):557-573.
Activity Concepts and Expertise.Mark Addis - 2017 - Journal of Philosophy of Education 51 (3):574-587.

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